Federal and state legislation and regulations, societal factors, and by the scope, standards, and ethics of the profession have shaped the roles and responsibilities of the school-based speech-language pathologist. The school-based SLPs require the same Master’s level training as those in clinical or medical fields as well as training specific to working within an educational system, including understanding eligibility determination, IEP/IFSP development, caseload management, intervention, counseling, re-evaluation, transition, and exiting criteria for students with language, articulation/phonology, fluency, voice/resonance, or swallowing disorders. When there are problems with speech or language and a disability is suspected, the school-based SLP is an essential member of the multidisciplinary evaluation, educational and problem -solving teams. 

The SLP’s Role in the Response to Intervention (IMTSS)- The IMTSS Problem-Solving Team strives for diverse representation and collegiality within its membership. Based on the funding source for their positions, SLPs may participate as consultants to help develop interventions and identify progress monitoring tools. The SLP support provided would be determined on a case-by-case basis and always with the input of the SLP.  At FCE the IMTSS team is referred as the Student Intervention Team (SIT).